Advances in motivation in sport and exercise

By G. C. Roberts. 2001

614 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2e96e25e98b010e67f730825b7fc024b18d13e11

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Citations in the corpus

Motivational clusters and performance in a real-life setting (2009, background): “In that light, it is not surprising that a considerable amount of research in the last 20 years has focused on sport motivation (see Chatzisarantis et al. 2003; Roberts 2001; Vallerand et al. 1987).”
Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils' motivation in physical education (2005, background): “Ego involvement can be further conceptualized into approach goals aimed at a demonstration of ability and avoidance goals aimed at avoiding a demonstration of low ability (Roberts, 2001).”
A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. (2003, background): “…1992; Ames & Archer, 1988), researchers have examined how perceptions of contextual cues, referred to as the motivational climate, influence the achievement-related cognitions, behaviors, and affective responses of PE students (Goudas & Biddle, 1994; Papaioannou, 1994; Treasure & Roberts, 2001).”
Fear of failure and achievement goals in sport: Addressing the issue of the chicken and the egg (2004, background): “Keywords: Fear of failure; Achievement goals; Hierarchical model Early motivation research identified the motive to avoid failure, or fear of failure (FF), as an energizing agent for human behaviour (Murray, 1938).”
The 2×2 achievement goal framework in a physical education context. (2007, background): “Over the past two decades, the achievement goal approach to achievement motivation has been tremendously helpful in acquiring an understanding of affect, cognition, and behaviour in sport and exercise settings (see Biddle, 1999; Duda & Whitehead, 1998; Roberts, 2001; Whitehead, Andree, & Lee, 2004).”
Elite athletes: why does the 'fire' burn so brightly? (2004, background): “Roberts (2001), in summarising the research on goal orientations, concluded that although some researchers have argued that ego involvement may be necessary for success in elite sport, “being task involved is beneficial, even for elite athletes high in ego orientation” (p. 41).”
On the joys of missing data. (2014, background): “…experience a taskinvolving climate in PE, they are also more likely to report a desire to continue being physically active (Nicholls, 1989; Roberts & Treasure, 2012), which has been related to not just improved weight status, but positive mental health benefits as well (Goldfield, Adamo,…”
The influence of Sport Education on student motivation in physical education (2009, background): “individual’s intrinsic motivation (Roberts 2001).”
Evidence-based policies for youth sport programmes (2016, background): “Fry (2001) notes that an individual’s motivational orientation appears to be set by age 12 or 13.”
Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. (2006, background): “A model that received a lot of attention by achievement motivation researchers is the goal perspectives theory (Roberts, 2001).”